Relevant bibliographies by topics / Vocational practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocational practice'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Vocational practice"

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Whitelaw, Paul A., and Jeffrey Wrathall. "Developing practice oriented undergraduate courses in a quality framework." Quality Assurance in Education 23, no. 4 (September 7, 2015): 395–409. http://dx.doi.org/10.1108/qae-04-2015-0017.

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Purpose – The purpose of this paper is to reflect upon the stakeholder, scholarly, academic and jurisdictional influences on course development for a vocationally oriented bachelor’s degree. Design/methodology/approach – This paper takes the form of a case study. Findings – Vocationally oriented bachelor’s courses can be developed, especially when the developers focus on scholarly rigour while paying due heed to jurisdictional requirements as well as the needs of key stakeholders. Research limitations/implications – This case study is limited to a specialist vocational college in Australia. Practical implications – The paper provides a framework by which others can develop vocationally oriented bachelor’s degrees. Social implications – The study can provide impetus to the development of scholarly, and academically rigorous, yet industrially relevant vocational degrees. Originality/value – This is a relatively novel paper from a non-self accrediting higher education provider.
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Xu, Rong. "Exploration and Practice of Vocational College Students' Social Practice System Based on "Three Characteristics"." International Journal of Education and Humanities 4, no. 1 (August 17, 2022): 43–47. http://dx.doi.org/10.54097/ijeh.v4i1.1315.

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This paper expounded the important significance of the construction of vocational college social practice system to improve the employment quality of higher vocational graduates. After analyzing the problems existing in vocational college students' social practice, the "three characteristics" of vocational college social practice system, such as educative nature, professionalism, hierarchical characteristics etc, were explored. The measures to strengthen the construction of social practice system were also presented.
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Rochmadi, Sunar. "INDUSTRY PARTNERSHIPS LEARNING MODELS FOR SURVEYING AND MAPPING OF VOCATIONAL HIGH SCHOOLS." Jurnal Pendidikan Teknologi dan Kejuruan 23, no. 2 (September 11, 2016): 210. http://dx.doi.org/10.21831/jptk.v23i2.12304.

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This study aims to identify a learning involving the world of work, to formulate the learning model, and to evaluate the learning model. This study used a qualitative approach for design and development research, consisting of the development and validation steps. The study concludes as follows. (1) the learning through partnerships having been conducted in all vocational high schools were industrial practice and vocational practice examination. (2) the constraints of learning through partnerships were mainly the far distance and the industry schedules that did not always match with the school’s. (3) the model development could be done by improving the learning quality by industrial practices in the private companies and with adding the learning model by industry visits, guest teaching, and up-to-date technology training. (4) the implementation of the developed model showed the feasibility and the effectiveness to prepare the students with the competencies required by the world of work. (5) the learning models through partnerships that could be practiced were guest teaching, orientation for industrial practice, industrial practices, students’ industry visits, up-to-date technology training, and vocational practice examination.
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Day, Malcolm. "Putting vocational training into practice." Nursing Standard 9, no. 52 (September 20, 1995): 30–32. http://dx.doi.org/10.7748/ns.9.52.30.s33.

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Essex-Lopresti, Michael. "Vocational training for general practice." British Journal of General Practice 62, no. 605 (December 2012): 646. http://dx.doi.org/10.3399/bjgp12x659349.

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Field, S. "Vocational training for general practice." BMJ 321, no. 7259 (August 19, 2000): 2. http://dx.doi.org/10.1136/bmj.321.7259.s2-7259.

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Ward, D. M. B. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1534–35. http://dx.doi.org/10.1136/bmj.296.6635.1534-a.

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Sayer, C. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535.

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Morris, J., J. Godlee, and C. Donovan. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535-a.

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Sinson, J. D. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535-b.

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Dissertations / Theses on the topic "Vocational practice"

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Tyson, Ruhi. "The Rough Ground : Narrative explorations of vocational Bildung and wisdom in practice." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137676.

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This compilation thesis, consisting of five articles, focuses on narrative explorations of vocational Bildung and wisdom in practice. It is an explicitly practical and empirical approach to what, for the most part, tends to be limited to philosophical discussions. This is motivated by the relative lack of systematic knowledge about how to enact wisdom in practice and afford vocational Bildung to those engaged in vocational education and training (VET). The absence of such knowledge makes it more difficult to develop VET practice and curricula and also leads to significant parts of the internal goods of practice to remain tacit, personal and local when they need to become articulated and shared. The aim of the five articles has been to explore how Bildung and practical wisdom can enrich our understanding of vocational practice and didactics on a theoretical, methodological and practical level. Conceptually the thesis draws extensively from narrative inquiry (Clandinin & Connelly 1995, 2000), reflective practice (Schön 1983, 1987), Aristotelian philosophy regarding practical wisdom (Aristotle 2009, Nussbaum 1990), MacIntyre’s concept of a practice (2011) and the Bildung-tradition (Rittelmeyer 2012) to create a coherent framework for the inquiry termed vocational Bildung didactics (VBD). It is located in the phronetic social science paradigm articulated by Flyvbjerg (2001) where the main aim for research is to enrich practice rather than generate theory. The methodology for this kind of inquiry is the collection of narrative cases focusing on unusually rich/successful/wise cases of a practice, what Flyvbjerg (2001) terms extreme and paradigmatic cases. On a conceptual level the inquiry has resulted in the framework of VBD that provides the structure for engaging in this kind of research. It has also resulted in some further conceptualizations driven by the interpretation of cases, in particular a differentiation between vocational and cultural practices. On a methodological level it has resulted in a kind of double didactical method: the case narratives function as articulations of practical knowledge regarding vocational Bildung and practical wisdom but also as the didactical tools for teaching this. On a practical level the inquiry has resulted in suggestions for curriculum-development as well as ways in which the case narratives can be used to enrich the understanding of practitioners.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

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Dhami, Veerinder K. "An examination of the architect in practice /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61989.

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Canning, Roy. "Scottish vocational qualifications : an analysis of policy and practice." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311159.

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This thesis reports on an evaluation of competence-based vocational education practice in Scotland, with particular reference to Scottish Vocational Qualifications. The research was undertaken between 1996-1999 and included a national survey of higher level SVQ students in Scotland, an analysis of national database on N/SVQs and case study research with providers and students. It was found that participation in the 'new vocationalism' was highly gender patterned, had little impact on education and training targets and was skewed in favour of particular awards and occupational groups. The criterion-based assessment methodology proved more time-consuming for the students than the staff, with the emphasis on producing paper-based portfolios of evidence. A particular concern emerging from the research was the superficial nature of learning taking place on competence-based vocational education programmes and the role of the Local Enterprise Companies. These findings are discussed in the context of the growth in 'outcome-based' approaches to education adopted by policy makers in Scotland. It is argued that the narrow instrumentalist employer-led standards used to underpin education practice are ill-suited to developing a highly skilled professional workforce for the next century.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.

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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Gren`, L. M. "Content and practice of realization of mechanisms of public administration in vocation and technical training development at regional level." Thesis, Ассоциация открытой дипломатии, Грузия, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48153.

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The article contains an analysis conducted on the basis of normativelegal documents of vocation-and-technical training’s formation and development within the context of the education system of Ukraine. There were determined peculiarities of content and viewed the practice of using mechanisms of state management in guiding vocation-and-technical training’s development at the regional level. Perspectives of modernizing the vocation-and-technical training system for national economy development were considered.
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Tyson, Ruhi. "Vocational Bildung in action : A case study of the vocational education biography of master craftsman Wolfgang B." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113620.

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This study looks at issues of Bildung and vocational education from a biographical perspective. These issues are conceptualized in terms of Bildung in action, developed in relation to Schön’s concept reflection in action; Bildung through making as a way of thinking about processes of Bildung connected to crafts; and Bildung in vocational contexts, ie. contexts of vocational education and work. The concepts are enriched through an extensive auto/biographical case study of master craftsman Wolfgang B.’s educational biography focusing on stories of Bildung where processes and actions are described as well as the curricular structure of his training. Some of these stories and aspects of the case have then been analyzed in two articles, one dealing with questions of aesthetic Bildung in vocational education using Schiller as conceptual lens and one dealing with educating for vocational excellence using Aristotle’s concepts techne and phronesis to understand the narratives analyzed. The results are an increased and differentiated understanding of Bildung in vocational contexts, especially as related to the coexistence of skill training with education for Bildung and the unique perspectives that auto/biographical studies of retired or semi-retired craftspeople bring to the field of research connecting biography, Bildung in action and vocational education.
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Lahiff, Ann Theresa. "Observing vocational practice : a critical investigation of the use and value of teaching observations in the training of vocational teachers." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021654/.

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This thesis explores the use, value and practice of teaching observations conducted as part of vocational teachers’ in-service initial teacher training (ITT) in Further Education (FE) Colleges in England. The study is framed by a conceptual examination of the meanings of vocational, vocational learning and observation. This thesis emphasises the importance of understanding vocational learning as an embodied practice and as ‘learning as participation’ in the workplace and in work-related settings. It conceptualises vocational learning as part of the development of expertise along a horizontal axis, which encompasses social and cultural aspects from different disciplinary and/or vocational areas and not only cognitive dimensions. The thesis presents a conceptualisation of the observation of teaching as a contexualised and developmental process. Cultural Historical Activity Theory (CHAT) is used to both frame the research methodology and subsequent analysis. A case study approach addresses the research questions through the observation of ‘observations’ and interviews with vocational teachers, teacher educators, and vocational mentors. Two distinct activity systems are subsequently defined by their respective yet interacting objects of activity. These are identified as the development of ‘pedagogic expertise’ and the development of ‘pedagogic expertise for vocational practice’. The thesis confirms the value of ITT teaching observations to vocational teachers’ development. It concludes with some implications for practice and contributes to our understanding of vocational teachers’ learning and development.
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Wicomb, Samuel Domingo. "Graphic design students’ perceptions of work practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.
The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.
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Leigh, Nigel William. "Skills competitions : a winning formula for enhancing the quality of vocational education?" Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5786/.

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This thesis seeks to establish the merits of engaging in skills competitions and the requirements for further education colleges to consider in doing so effectively. This study uses qualitative methodology based on data gathered from two case studies, each being a college of further education in the West Midlands. The case studies produced transcripts from 22 semi-structured interviews with staff employed at these colleges, and responses from 28 vocational teachers from the case study colleges to an on-line questionnaire. The perspectives of the respondents are considered against themes emerging from a review of relevant literature on skills competitions, quality assurance, vocational teaching, change management, vocational identity and continuous professional development within further education. Following an analysis of the findings it is suggested that skills competitions can be used to enhance vocational education. This is enabled through embracing the 'craft' of vocational teachers and their students, within a corporate approach to the introduction and use of skills competitions by colleges of further education. This approach is sustainable where colleges encourage the development of environments that are defined as 'expansive', but is less likely to sustain enhancements in vocational education where environments are seen as 'restrictive'.
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Bennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.

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[Truncated abstract] This study extends understanding of the careers of classical instrumental musicians within the cultural industries, and ascertains the extent to which professional practice is reflected within current classical performance-based music education and training. Little is known about the careers of classically trained instrumental musicians in terms of the activities in which they engage and the skills and attributes used to sustain their professional practice, and there is also widespread lack of understanding about the music industry and the wider cultural industries. The extent to which education and training reflects the careers of music performance graduates has gained heightened exposure at the same time as higher education institutions have become increasingly accountable for the employability of graduates, and yet much of the available literature has only tangential relevance and there remains a shortage of literature relating to the complex area of creative practice. The research approach for the study bridges both the interpretive and normative paradigms. Using survey and interview methods, the study employs three distinct but interrelated data collections to investigate sustainable professional practice through analysis of musicians’ careers, performance-based education and training, and the cultural industries. The study identifies the longitudinal characteristics of musicians’ professional practice and presents in a conditional matrix the intrinsic and extrinsic influences that impact upon it. The study proposes a practitioner-focussed Arts Cultural Practice (ACP) framework that consists of four practitioner-focussed, non-hierarchical groups which were determined through analysis of the major foci characterising roles within the cultural industries. As such, the ACP framework represents a new paradigm of sustainable practice that circumvents existing barriers; submitting a non-hierarchical view of cultural practice that clearly indicates the potential for an exciting diversity of holistic practice often not considered by practitioners. The ACP curricular model posits the collaborative delivery of generic skills across artforms. This study substantiates the generic skills used by artists throughout the cultural industries, and confirms the rationale for education and training which considers the sustainability of music graduates’ careers as arts cultural practitioners. Thus, individual strengths and talents should be developed according to the intrinsic and extrinsic influences which drive the passion for arts practice.
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Books on the topic "Vocational practice"

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Gothard, W. P. Vocational guidance: Theory and practice. London: Croom Helm, 1985.

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Vocational guidance: Theory and practice. London: Croom Helm, 1985.

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Falk, Ian, Ralph Catts, and Ruth Wallace. Vocational learning: Innovative theory and practice. Dordrecht: Springer, 2011.

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Ready, set, practice: Elements of landscape architecture professional practice. New York: Wiley, 1994.

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L, Bogle Margaret, and Ebro Lea L, eds. Dietetics: Practice and future trends. 3rd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2011.

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Metzger, Robert O. Developing a consulting practice. Newbury Park, Calif: Sage Publications, 1993.

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Sharky, Bruce G. Ready, set, practice: Elements of landscape architecture professional practice. New York: Wiley, 1994.

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1936-, Walsh W. Bruce, and Savickas Mark 1947-, eds. Handbook of vocational psychology: Theory, research, and practice. 3rd ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2005.

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1936-, Walsh W. Bruce, and Osipow Samuel H, eds. Handbook of vocational psychology: Theory, research, and practice. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 1995.

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1938-, Mulkey S. Wayne, ed. Rehabilitation caseload management: Concepts and practice. Austin, Tex: PRO-ED, 1985.

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Book chapters on the topic "Vocational practice"

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Catts, Ralph, Ian Falk, and Ruth Wallace. "Introduction: Innovations in Theory and Practice." In Vocational Learning, 1–8. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_1.

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Fry, John. "Vocational Training." In The Beecham Manual for Family Practice, 113–22. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_12.

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Fried, Gwenn, and Rebecca L. Haller. "Vocational model." In The Profession and Practice of Horticultural Therapy, 219–50. Boca Raton, FL : CRC Press, Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9781315143101-12.

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Gregson, Margaret, and Patricia Spedding. "Practice! Practice! Practice!" In Practice-Focused Research in Further Adult and Vocational Education, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38994-9_1.

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Kilpatrick, Sue, Susan Johns, Patricia Millar, Georgina Routley, and Quynh Lê. "Good Practice Models for Using TVET to Address Skill Shortages: A Case Study from Health." In Vocational Learning, 165–77. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_10.

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Coxhead, Averil, Jean Parkinson, James Mackay, and Emma McLaughlin. "Putting research into practice in trades education." In English for Vocational Purposes, 162–81. New York : Taylor and Francis, 2019. | Series: Routledge research in English for specific purposes: Routledge, 2019. http://dx.doi.org/10.4324/9780429449932-9.

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Gresham, Mary. "Vocational counseling." In Earning a living outside of managed mental health care: 50 ways to expand your practice., 58–60. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-010.

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de Bruijn, Elly, Stephen Billett, and Jeroen Onstenk. "Vocational Education in the Netherlands." In Professional and Practice-based Learning, 3–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50734-7_1.

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Billett, Stephen. "Vocational Educators: Understanding Practice at Work." In International Perspectives on Competence in the Workplace, 41–64. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0742-9_4.

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Evans, Karen. "Higher vocational learning and knowledgeable practice." In Vocationalism in Further and Higher Education, 117–30. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315670331-10.

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Conference papers on the topic "Vocational practice"

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Somov, Denis Sergeevich, and Aleksandr Tagirovich Mukhametshin. "Vocational Education at the University: Renewal Priorities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86009.

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The priorities of updating vocational education at a university are disclosed. The characteristic of the university as a historically proven system of higher education is given. In the historical and pedagogical analysis revealed a variety of types of higher schools in different eras. The saturation line of the higher education level of the professional component in domestic and foreign experience is traced. The experience of continuing the traditions of vocational education at Gzhel State University is given.
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Weiguo, Li, Feng Ke, and Ren Jun. "Exploration and Practice of vocational practical P. E. teaching mode in higher vocational college." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.142.

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Chen, Tiejun. "Higher Vocational Education Project Curriculum Practice." In 2016 International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mmetss-16.2017.54.

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Kesar, Oliver, Danijela Ferjanić Hodak, and Ema Roginić. "BRIDGING THE GAP BETWEEN TOURISM VOCATIONAL EDUCATION AND EMPLOYMENT PRACTICE IN CROATIA: A VOCATIONAL TEACHERS’ PERSPECTIVE." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.27.

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Purpose – The main purpose of this research was to analyze the position of vocational education in Croatia from the perspective of tourism high school teaching staff. The main objective was to propose state regulations to limit the access of non-professionals to specialized jobs in tourism, and to enhance the status of tourism vocational education. Methodology – Desk research was focused on the analysis of available body of knowledge related to tourism employment and tourism education. A structured questionnaire was used to collect primary data. The research sample included 104 tourism high school vocational teachers in Croatia. Descriptive statistics were used for data evaluation. Findings – Although Croatia heavily relies on the economic benefits from tourism, its performance is often diminished due to a labor market mismatch in terms of specialization, knowledge and skills. This research determined that Croatia has a well-established and prospective high school education system for tourism, but lacks of image among employers and young generations. The state market regulation of tourism employment and the improvement of 'dual education system' of tourism education were strongly supported by respondents. Contribution – The theoretical contribution of this research is to determine long-term gaps in matching tourism education outcomes and tourism employment practices. Empirical contribution is derived from the analysis of attitudes and perception of tourism high school teaching staff on how to improve tourism education and employment practice. Practical contribution is in providing empirically proved policy recommendations, while social contribution can be recognized in promoting tourism vocational education and professionalism to young generations.
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Yadong, Wu, Zhang Kai, and Wei Xiuzhi. "Research on Internet + Vocational Education Practice Strategy." In ISBDAI '20: 2020 2nd International Conference on Big Data and Artificial Intelligence. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3436286.3436295.

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Zainal, Hanim, and Mohd Khata Jabor. "Entrepreneurial practice amongst lecturers of vocational college." In THE 4TH INNOVATION AND ANALYTICS CONFERENCE & EXHIBITION (IACE 2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5121141.

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Widayana, Gede, and Djoko Kustono. "Perception and Practice of Vocational Education Revitalization by Vocational High School Teacher." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.11.

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Zhou, Lijun, and Ying Jiang. "Exploration and Practice of Practice Teaching System of Vocational Undergraduate Education." In 7th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211215.066.

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Lokshin, Victor. "FORMATION VOCATION COMPETENCE OF FUTURE TEACHERS OF VOCATIONAL EDUCATION IN THE CONDITIONS OF DIGITALIZATION OF SOCIETY." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-26.02.2021.v2.26.

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Zhou, Fu. "Reflection and Practice of Vocational Education in Computer Major Students in Vocational Colleges." In 2nd International Conference on Teaching and Computational Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ictcs-14.2014.55.

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Reports on the topic "Vocational practice"

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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Striuk, Andrii, Maryna Rassovytska, and Svitlana Shokaliuk. Using Blippar Augmented Reality Browser in the Practical Training of Mechanical Engineers. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2252.

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The purpose of the study is to justify the expediency of using the Blippar augmented reality browser for professional and practical training of future mechanical engineers. Tasks of the research: to analyze the expediency of using augmented reality tools in the professional training of bachelors of applied mechanics; to carry out the selection of augmented reality tools, which is expedient to use in the training of future engineer mechanics; to develop educational materials using the chosen augmented reality tools. The object of the study is the professional training of future mechanical engineers. The subject of the study is the use of the augmented reality tools in the professional training of bachelors of applied mechanics. The paper analyzes the relevance and expediency of the use of the augmented reality tools in the professional training of future mechanical engineers. It is determined that the augmented reality tools will promote the development of ICT competence and graphic competence of bachelors of applied mechanics The model of the use of the augmented reality tools in the training of future mechanical engineers is proposed. As the main tool, the Blippar browser and Blippbuilder's cloud-based script development tool are chosen. An example of the creation of markers and scenes of augmented reality using the selected tools is given. The advantages and disadvantages of used tools are indicated. The proposed learning tools and methods can be applied to vocational and practical training of mechanical engineers.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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